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SheLeads Campaign – inspiring future Indian learners
Launched on International Women’s Day on 8 March, the SheLeads campaign was developed by Education New Zealand Manapou ki te Ao’s (ENZ's) India-based team. The campaign was multi-pronged and aimed to celebrate women leaders and alumni across various disciplines from New Zealand education providers with a diverse audience of young and mature learners in India.

The campaign was launched on ENZ’s South Asia LinkedIn channel which was then used throughout to highlight the impact and value of a New Zealand education through the sharing of success stories of women leaders in New Zealand and beyond as well as those of Indian women alumni. Education media across several key Indian publications also reported on the campaign to their estimated 58 million readers.

The LinkedIn campaign profiled over 24 women leaders and achieved 105,000 impressions, 1,500 page views, while the ENZ South Asia page gained more than 600 new followers, surpassing the campaign’s targets.

To engage students and lift the NZ education profile amongst this group, a SheLeads debate competition was organised between five leading schools in Delhi. The students were tasked with debating “the underrepresentation of women in STEM”’ and the 50 plus participants were invited to share diverse perspectives and include examples from New Zealand.

Undergraduate learners from over 100 tertiary Indian Institutions were also invited to participate in the campaign through submission of video essays. A shortlist of 10 entries were judged by Professor Carol Mutch from the University of Auckland’s Faculty of Education and Social Work.

Images from the SheLeads debate competition held at Delhi Public School.

Finally, ENZ hosted a virtual workshop on ‘Organisational Change and Resilience’ with school principals and leaders from over 500 schools across India invited to attend. This workshop was facilitated by AcademyEx Founder, Frances Valintine and discussions focused on the innovative approach to learning that leaders must now consider in this rapidly changing world.

The finalists and winners of both competitions were invited to a campaign concluding event at the New Zealand High Commission in New Delhi on May 18. The event featured an engaging line up including an inter-school debate competition for the debate competition finalists, a panel discussion featuring alumni titled “Trailblazers: Women leaders who catalyse change” and the SheLeads Essay Showcase featuring the top three finalists. New Zealand’s High Commissioner to India, H.E Patrick John Rata was on hand to present the winners with their awards in front of guests that included high school counsellors, students, parents, and representatives from New Zealand institutions as well as the Principal of Jesus and Mary College in New Delhi.

ENZ’s Director of Engagement East Asia and India, Jugnu Roy, said that it was a huge privilege being able to interview so many talented women leaders and alumni to showcase their outstanding achievements. She also said that seeing the energy and enthusiasm that the students brought to both competitions was another campaign highlight.

“New Zealand has a proud history of striving for gender equality and continues to improve outcomes for women by strongly supporting women in education and training, utilising women’s skills to grow the economy, and encouraging and developing women leaders.

“I am sure this campaign will inspire our students here in India, particularly our female students, to consider choosing New Zealand as an education destination and follow in the footsteps of these incredible role models,” said Jugnu.
Whānau 4 Life: New Zealand to Vermont
The pedestrians in Burlington, Vermont USA had no idea they would stumble upon haka and poi performances as they strolled up Church Street on a recent Saturday evening.
The North American Whānau Council held its second annual event which included a BBQ, a hike up Mt. Philo and a dinner with waiata (songs) before taking its performance to the streets of Burlington. There was also an emotional ceremony, where the co-presidency was passed to two successors.
The North American Whānau Council is an organisation that sustains the relationship between North Americans who have been positively affected by Māori culture during their study abroad experience at Auckland University of Technology. The relationships are re-established each year through the North American Whānau Council Weekend, which continues the cultural exchange between alumni and their Māori whānau, or family.
Teaching poi to the next generation of AUT Whānau at Mt. Philo

The initial concept of the Whānau Council was started by AUT alumni in Denmark, and soon expanded to other countries in the region to create the European Whānau Council. Members are AUT alumni who took classes offered by the Faculty of Māori and Indigenous Development, and participated in the Noho Marae, a three-day event held at Ngā Wai o Horotiu Marae where AUT introduces international students to Māori culture, customs and the concept of ‘whānau’ or family.
Last year, two students from the University of Vermont (UVM) started the North American Whānau Council. AUT partners with two institutions in the Burlington area, which is one of the reasons why AUT whānau is so strong in Vermont.
The University of Vermont and AUT also have a partnership between their education departments. UVM students enrolled at AUT participate in a teaching internship at a primary school in Auckland, gaining a new perspective from the international setting. There have been more than 40 students in the programme over the last six years, with this year containing the largest cohort so far.
Dr Ellen Baker, head of UVM’s education department, says the international exchange has many benefits.
“Students can continue their professional trajectory, which is enriched by their experience in New Zealand. AUT has welcomed them through the orientation and the Noho Marae experience – students immediately feel a part of the community.”
Jason King, Senior Lecturer of the Faculty of Maori & Indigenous Development, AUT with the North American Whānau Council on top of Mt. Philo

Dr. George Burrill, Trustee to Champlain College and the Honorary Consul from New Zealand to Vermont, encouraged Champlain College to offer scholarships for a reciprocal exchange between Champlain and AUT students. At a recent awards luncheon, Connor, a scholarship student from Champlain College, told how despite his busy academic schedule at AUT he also coached a boys’ basketball team, and was also able to find time to explore New Zealand where he “geeked out for a few days and was a hobbit in Middle Earth,” exploring all the way down to Queenstown. Connor ended his speech with gratitude for the scholarship opportunity.
“I thank you once, I thank you twice, I thank you a thousand times for helping me in my journey. This opportunity has truly changed my life and the memories I made will not be forgotten.”
Thank you to the North American Whānau Council and the AUT staff for allowing me to join the Whānau in Burlington for the weekend.
Key takeaways
• Alumni are very eager to share their stories and participate in alumni events.
“I never get sick of talking about New Zealand.” – Monica
• Before students leave New Zealand, ask them how they will stay connected. The education graduates at UVM are developing a unit on Māori history and culture to teach in their classrooms.
“Most incredible semester I’ve ever had.” – Megan
• Connect your alumni with your contact at their international office so they can talk to prospective students during orientation, info sessions or a study abroad fairs.
Students are the driving force of alumni events abroad. Even when US students only come to New Zealand for one semester, their connection to Māori culture and the people of New Zealand lasts a lifetime thanks to the welcoming and positive learning culture.
Charles Finny's address to the India New Zealand Business Council
Charles Finny

India and New Zealand have been friends and trading partners for a long time, and thanks to our Commonwealth heritage, our democratic tradition, and our shared love of cricket, we have much to celebrate.
The Indian community here adds richness and vibrancy to New Zealand life, through great food, music, art and sport, diverse business ties, and annual festivals such as Diwali.
New Zealand’s economic future is very much tied to our key trading partners. India is currently our 10^th largest trade partner, and the Government’s vision is for India to become a core trade, economic and political partner. The importance of the relationship is reflected in the visit in April of the President of the Republic of India, Shri Pranab Mukherjee and, of course, our Prime Minister John Key will visit India later this month.
We have been negotiating a Free Trade Agreement bilaterally for several years and we are both part of the Regional Comprehensive Economic Partnership (RCEP).
One of the strongest parts of our relationship is in international education. Last year international education was probably the largest single item exported from New Zealand to India.
India is, and will continue to be, an important part of New Zealand’s international education strategy.
Every day, tens of thousands of Indian international students, alongside other international students, are helping New Zealand to build our research capability and global linkages, to fill skill shortages and enrich New Zealand culture.
The India New Zealand Business Council is a valued partner in our international education strategy. A number of education providers and immigration and education consultants are Council members, and all members play an important role in ensuring Indian international students have a positive experience in New Zealand. You do this not only through recruiting and employing them in your businesses, but also in providing leadership in upholding high standards when it comes to their treatment and welfare.
Many members of our Indian community have come to live in New Zealand after studying here. If we can continue to work together on skill development (and I’ll touch more on this later), then the transfer of knowledge, innovation and best practice will not only benefit the individuals involved but also our respective countries.
Countries that have innovative and skilled workforces prosper and it is the education system of a country that nurtures those skills.
The education experience that New Zealand offers is first rate. Our universities are world-class – all eight are rated in the top 3% globally, and we offer quality qualifications and hands-on vocational learning through our institutes of technology and private providers.
This quality has clearly been recognised by the Indian student audience, as we have experienced significant growth over the last three years – from 13,000 to 29,000 students between 2013 and 2015.
Such growth has demonstrated New Zealand’s strength as a world-class education destination, but it has also created some challenges as we adjust to manage this demand. I will spend some time outlining how the Government is ensuring a sustainable education sector – particularly for our Indian students and stakeholders.
Our education system has strong government oversight, a commitment to continuous improvement and we place student success and wellbeing front and centre.
We do this through a comprehensive framework of support, and many of us have a role to play here. These include the main government agencies, Education New Zealand, Ministry of Education, New Zealand Qualifications Authority, Tertiary Education Commission and Immigration New Zealand.
Other key players include education providers and the agents they use, employers and businesses, community and ethnic groups and other support services.
This extends also to our bilateral relationship – we have regular catch ups with the High Commissioner of India to New Zealand, Mr Sanjiv Kohil.
All of us have a collective responsibility to ensure the experience of our international students is a positive one and results in positive outcomes for them and ultimately for our businesses and New Zealand society and economy.
We welcome international students who come here with genuine intent and means. But New Zealand, like any sovereign country, will take steps to protect our borders and deal decisively with fraudulent or unlawful behaviour when we see it.
Immigration New Zealand has invested heavily in intelligence gathering and verification support resources for immigration officers in India. As a result they have become more aware of risk and fraud in the market.
The visa decline rates from India are evidence of a significant effort by Immigration NZ to manage students and agents who submit false and misleading information in visa applications.
Immigration New Zealand is doing a lot of work to educate providers about student selection, and the need to manage their agent networks.
Immigration New Zealand and the Immigration Advisers Authority also ran a campaign in India earlier this year encouraging people to use a New Zealand licensed immigration adviser if they are seeking assistance to come to New Zealand.
I think it’s important to acknowledge at this stage too that New Zealand is not alone in facing issues of student visa fraud and dishonest agent behaviour. The United States, Canada, Australia and other countries all face the same challenges.
New Zealand government agencies are committed to acting in a fair and reasonable manner when dealing with students affected by issues of provider quality, or when students’ personal circumstances are, for a variety of reasons, less than straight-forward. Each student is dealt with on a case-by-case basis.
The New Zealand Qualifications Authority, for example, is working with a group of former IANZ Level 6 students who were required to undertake reassessment to confirm their preparedness for study at another provider, EDENZ. More than 210 students will need extra support and assistance to get them to a standard where they can continue their studies. This is being provided to students at no additional cost so that they can move on from this period of change and continue their studies.
And, throughout this process, advice, support and counselling is being made freely available to all of the affected students.
Some of the issues that international students are experiencing are an important reminder that the majority of our international students are young adults, not only crossing geographical divides, many for the first time, but more often than not, cultural divides, away from the familiarity and care of family and friends.
The New Zealand government agencies I mentioned earlier are working closely together on these issues, to ensure all international students are treated fairly and are well cared for – that they feel welcome, are safe and well, enjoy a high-quality education and are valued for their contribution to New Zealand.
This joint-agency work on international student wellbeing has focused in recent months on Auckland where the majority of international students are located. It has involved a wide range of community meetings and student focus groups to ensure student needs and concerns are being heard and addressed.
We must maintain high standards across our international education industry. Equally, we are determined not to let the actions of a small number of individuals damage the reputation of an entire community, nor devalue the contribution that students from India and elsewhere, and our education providers, make to New Zealand.
Most providers are doing a very good job for their students. Satisfaction rates among students surveyed by the International Student Barometer in 2014 and 2015 ranged from 88% to 94% as being satisfied or very satisfied with their overall experience at their New Zealand institution.
Government agencies are working with providers to address any issues with quality, including insisting they work with reliable education agents in India.
Agents play a key role at the beginning of a student’s international education journey in ensuring that the students are informed and make the right choices, and know what to expect as a student in New Zealand.
The reality is, the seeds of what will be a positive or negative international student experience are often sown before the student has even left India.
Education agents are central to the Indian market, with more than 90% of Indian students using agents when applying to study in New Zealand. There are thousands of agents in India, and the Government is promoting the use of high-performing agents through:
- Education providers having a responsibility for agent performance and advice under the revised Code of Pastoral Care, which I’ll talk more about shortly
- Education New Zealand and Immigration New Zealand providing more information on agent performance to education providers and students, including through the Immigration New Zealand website
- Education New Zealand revising the ENZ Recognised Agencies programme, to ensure we better support and promote the use of high-quality agents in markets such as India.
I’m interested too in your thoughts as to what we can do together – at both a government and business level – to ensure that Indian students are working with genuine agents? Perhaps that’s something we can discuss at the end of this address.
The onus is also on students to ensure they have the financial means to support themselves in their study, and to take responsibility for understanding the requirements to study in New Zealand, including the immigration requirements. When students apply for a visa, they must sign their application as a true and accurate record and have the documents to support their application.
The cross-agency wellbeing work I mentioned earlier complements the pastoral care Code of Practice which New Zealand was the first country to introduce and which was recently strengthened with effect from 1 July.
Only education providers who are approved signatories to the Code are allowed to enrol international students. To maintain this privilege, they are expected to meet high standards of service delivery, in accordance with the Code.
The strengthened Code now means that providers are directly accountable for the behaviour of their agents. Expectations include carrying out reference checks of agents, having a written contract with agents, actively monitoring agents and terminating contracts where there is evidence of misleading, deceptive or illegal behaviour, or where an agent is breaching the Code. The focus is on creating sustainable growth by prioritising higher value, higher quality students.
Tough sanctions are now available to deal with providers who fail to manage their agents, including the removal of the right to enrol international students. Enforcing the Code is the responsibility of NZQA who are working closely with Immigration New Zealand to ensure providers proactively comply with the Code.
At the same time, as I mentioned earlier, international students also have an obligation to come here with genuine intent – that their primary purpose is to study, and they have the means to do so.
Working in New Zealand while studying is a way to complement the classroom skills they learn and to really engage with New Zealand’s everyday life. It is not intended as a lifeline to cover living costs.
Not having enough money to support themselves creates vulnerable students who are easy to exploit. This is the reason why Immigration New Zealand has a minimum level of fund requirement for international students to cover their time here.
And of course when students do get jobs, New Zealand employers have a legal and moral responsibility to uphold New Zealand employment law, to pay for hours worked and to honour the minimum wage. Everyone in New Zealand has the right to protection through minimum work rights.
I urge Council members to show leadership in modelling and upholding these rights in the Indian community, in your businesses and through your wider networks.
We continue to encourage individuals to come forward if they have specific examples of exploitation. This is the only way we can address these issues.
The support and input of the New Zealand communities of our international students is also vital to good outcomes.
INZBC has a crucial role to play in helping to bridge the gap that may exist through differing cultural contexts, where, for example, some international students aren’t aware that their rights in New Zealand are protected.
I’d like to applaud the contribution of INZBC members who acknowledge the opportunities that a New Zealand education can offer Indian students in terms of skills and knowledge transfer.
To be truly successful we need to attract students who have the best potential for positive outcomes to New Zealand. These are the students coming to New Zealand to study high-value programmes that can put them on the path to further study, or to work in high-demand areas in New Zealand, India or across the world.
Our ‘target South’ India strategy focuses on attracting genuine students interested in pursuing high-level qualifications in our education market.
As part of this strategy we established a presence in Mumbai in early 2015 and have since focused our promotional activities in the south and west of India where students have higher levels of visa approval rates and student mobility.
This strategy involves promotion across a variety of channels, including digital, social and traditional media, promotional events and scholarship initiatives, academic exchanges, and education fairs.
Education fairs continue to be a strong recruitment channel for us in India, providing outreach to students and families so they can discuss the benefits of New Zealand as a study destination. These fairs are well supported by industry, with more than 30 New Zealand providers attending each of our fairs this year.
We will continue to adjust the locations and formats of fairs to anticipate local market conditions, and they remain an important part of ENZ’s India promotional strategy.
We are trialling new initiatives in-market too. In August, ENZ partnered with New Zealand universities and Indian institutions to host a series of guest lectures by eminent New Zealand academics in cities in South India.
The lecture series was extremely successful in raising awareness of New Zealand’s technical expertise in the areas of engineering, science and business, and building institutional partnerships between our countries.
We have also boosted the numbers of scholarships aimed at Indian graduates interested in pursuing post-graduate study here. The New Zealand Excellence Awards, announced mid-year, offer scholarships to 35 Indian scholars at all eight of our universities. There is also the Christchurch Educated Skills Scholarship for India which targets post-graduate students studying courses in skill shortage areas that are directly related to the Canterbury earthquake rebuild.
In closing, I’d like to repeat how much the social, cultural and economic contribution of Indian students to New Zealand is valued. I want to acknowledge again the Council’s part in that, as well as its important role in demonstrating leadership to the Indian business community when it comes to recruiting, employing and supporting Indian international students.
While we all play a role in the welfare and outcomes of our international students, we also have a collective responsibility to share and promote the positive contribution that international education makes to our communities.
As a result of the policy changes that we have already introduced you will notice that the number of Indian students coming to New Zealand will have reduced to levels similar to that we achieved in 2013. As we solve some of the problems I have discussed today that number may slow further before starting to grow again.
Can I end by emphasising that over the longer term we look forward to welcoming as many high quality Indian students who want to come to New Zealand to study higher end qualifications who meet our entry criteria. We look forward to working in India and here with stakeholders such as the INZBC to ensure that we have a sustainable level of Indian students in New Zealand and that this vital part of the bilateral relationship is not put further at risk by the actions of a few.
Thank you.
Letter from the CE: Kiwis see the benefits of international education
The 2018 Perceptions research announced today tells us that an increasing number of Kiwis value the sector, which is great news. More New Zealanders can see how international students impact on more than just the education provider they are attached to.
Some of the key findings include that 73% of New Zealanders believe international education benefits New Zealand tourism, 62% believe it benefits our economy and 61% believe it benefits our international networks and trading connections.
These positive perceptions are growing – more New Zealanders noted these benefits than in previous years.
This is a fantastic result and reflects the hard work undertaken by education providers, regional bodies, government agencies, students and the many other champions of our sector who tell our story and showcase the many ways international education enhances our country.
The Perceptions research findings come on top of the $5.1 billion valuation announced last week, which places international education as New Zealand’s fourth largest export industry – one that also supports close to 50,000 jobs.
Taken together, these reports show an increased understanding among New Zealanders of how international education can help to build New Zealand's global linkages, fill skill shortages, enrich our cultural diversity and grow our regional economies.
I’m optimistic that this understanding will grow and, by looking to the International Education Strategy to guide us, our sector can continue to deliver for all New Zealanders and provide meaningful experiences for international students.
For more information on the Perceptions research, click here.
For more information on the economic valuation, click here.

Grant McPherson
Chief Executive, Education New Zealand
New Zealand students join Sustainability Challenge
Each team had two participants from India and one New Zealand student who, under the guidance of an Indian expert, worked together to identify and solve a sustainability challenge found on Indian campuses.
The winning team from Manipal Institute of Technology won for their project on “Sustainable Lifestyle,” with each student receiving an all-expenses paid internship for three weeks at the University of Canterbury, University of Otago and University of Waikato.
The NZISC was hosted by ENZ in association with New Zealand universities, and with sustainability peak body The Energy and Resources Institute (TERI) as knowledge partner.
ENZ’s Country Manager for India, Jugnu Roy, said the NZISC was designed to showcase independent thinking and encourage cross-cultural teamwork and mentorship.
“Having Kiwis involved in the project was a great way for Indian students to see first-hand the practical and inquiry-based style of learning that New Zealand instils in students, which is particularly important in science and technology disciplines.
“The top six teams beat out 90 others in the earlier rounds of the competition and in the finale showcased their work. Projects included an innovative health platform to store vaccination data of children; using biomass as an alternative to firewood; and using garbage to create electricity.
“These students represent the kind of talent we want to attract to New Zealand.”
New Zealand strengthens its position as a study abroad destination for Brazilians

Figures from the 10th annual Brazilian Educational and Language Travel Association (Belta) Seal Survey 2025 show that New Zealand has climbed to the sixth most chosen destination by Brazilians studying abroad – compared to seventh place in 2024.
The survey ran from February to April this year and brought together insights from 586 education agencies and 1,780 students from across Brazil to understand trends, behaviours, and preferences in the international education sector.

At the survey launch in May, ENZ Market Development Manager, Bruna de Natale, discussed the country’s growing relevance as a study destination for Brazilian students.

Speaking at the survey launch event in May, ENZ Market Development Manager, Bruna de Natale said "The data shows that New Zealand has not only maintained its appeal but has also strengthened its position on the radar of Brazilian students, especially amid uncertainties in other markets."
Dive into the data

Language courses remain the most sought-after programs, accounting for 91% of preferences among the agencies surveyed.

Why Brazilian students are choosing New Zealand

According to the data, the main factors driving the choice of New Zealand as a destination are:
- High quality of life and safety
- Academic excellence with a focus on innovation
- Ease of obtaining a student visa
- Permission to work while studying
- Economically and socially stable environment
In addition, the growing demand for enriching cultural experiences, closer contact with nature, and the opportunity to develop socio-emotional skills has placed New Zealand in the spotlight — particularly among students who value a comprehensive education.

Additional insights from New Zealand-focused questions
A complementary survey, also conducted between February and April 2025 with 586 education agencies and 1,780 students across Brazil, highlighted specific factors influencing the decision to study in New Zealand.

The survey revealed that 75% of respondents who showed interest in New Zealand also considered it one of their top study destinations — ahead of countries like the United Kingdom and Canada. Students associate New Zealand with high-quality education, a good international reputation for its institutions, and globally recognised qualifications.

Additionally, New Zealand stands out for offering work opportunities during and after studies, socio-emotional skill development, and access to nature and outdoor activities — these factors align with current student preferences for holistic and life-enriching study abroad experiences.

If Brazil and/or any other Latin American country is part of your business plan for the 2025/26 financial year, please contact the in-market team via Latinamerica@enz.govt.nz.
International students awarded for ICT excellence
Ruslan Levenets, who originally studied law in Russia, came to study in New Zealand in preparation of a career change.
“I had some practical skills and interest in IT, but my main motivation for study was to have a strong theoretical background,” said Levenets.
Ruslan was awarded most outstanding student for the Graduate Diploma in Information Assurance and Security. The award was sponsored by ISACA, an international professional association for IT governance.
Mike Binkhorst, president of the Wellington chapter of ISACA, believes supporting top students is an important part of building the future of their industry.
“We're keen to encourage people into the profession to make a difference in the field. ISACA promotes frameworks and standards in IT to improve governance and security. Education and supporting the next generation is a big part of that,” said Binkhorst.
Alexander Sokolov with Alisdair McKenzie

Also achieving excellence in IT was Alexander Sokolov who was awarded most outstanding student for the Graduate Diploma in Information Technology. He received his award from Alisdair McKenzie, a member of WelTec’s IT Industry Partnership Committee.
“WelTec’s Industry Partnership Committee offers guest lectures, takes interns and reviews WelTec's IT programmes – all so that they deliver what the industry is needing,” said McKenzie.
“We work to ensure that the tertiary education sector is harmonised with business and industry requirements.”
Ian Hunter from WelTec’s School of Business & IT said the involvement of industry associations makes a significant difference to the way WelTec students are taught.
“Our students are working on real scenarios and real problems as part of their academic programme,” said Hunter.
Kiwi scholars tour India
Eight business students from Ara Institute of Canterbury and 20 fashion, textile and business students from Massey University are currently spending four to six weeks in India. The PMSA programme is funded by the New Zealand government and encourages New Zealand students to study in Asia to experience the benefits of international education.
John Laxon, ENZ’s Regional Director – South East Asia and Middle East, said the PMSA reinforces the New Zealand Government’s commitment to India and our education relationship.
“These scholarships build on New Zealand’s status as a top destination for Indian students, creating partnerships with prestigious Indian education institutions and between the future leaders of both countries.”
Ara cohort with faculty from Jaipuria Institute and Acting High Commissioner Suzannah Jessep (centre in blue)

As part of the PMSA programme, eight of Ara’s business school scholars will spend six weeks attending a series of classroom lectures at Jaipuria Institute of Management in Noida and KCT Business School in Coimbatore to develop a better understanding of the business environment in India. This will focus on aspects like entrepreneurship and the Indian rural economy. While in India, they will also visit local business establishments including dairies, textile mills and start-ups.
In January, ENZ hosted the Ara students at the New Zealand High Commission for an interactive session about New Zealand’s relationship with India, and the engagement opportunities available. The session was chaired by Acting High Commissioner Suzannah Jessep, and was also attended by faculty members from Jaipuria and Ara Institute.
Runway on the High Commission lawn

Following this, ENZ also hosted a project presentation at the New Zealand High Commission called ‘Closing the Loop’ for the Massey awardees, based on India’s circular economy strategy to phase out land filling of recyclable materials by 2025.
The Massey students teamed up with 20 creative arts students from National Institute of Fashion Technology (NIFT), New Delhi, to produce an outfit made from sustainable and organic materials sourced in India.
Students worked in groups mixing their textile, fashion and business talents, and even created a sustainable ‘business plan’ to accompany their outfits. The High Commission lawns were then transformed into a makeshift runway for the students to showcase their garments to the senior faculty members from Massey and NIFT in attendance.
Sue Prescott, Senior Lecturer and Major Coordinator for Fashion Design at Massey University said the event highlighted the potential for fashion to address real world issues such as over-consumption, global warming and ethical production processes.
“Through studies in fashion supply chain, traditional fashion industry methods are challenged, and team design and production projects like this help lead to innovative and sustainable thinking.”
New Zealand universities showcased to global education leaders at QS India Summit 2025

The initiative was well aligned with ENZ’s goal to build global connections for New Zealand education and explore solid opportunities that will help New Zealand thrive through world-class international education.

Education New Zealand Manapou ki te Ao (ENZ), along with the University of Canterbury, University of Waikato and Massey University made an impactful presence across a range of sessions and workshops.

The summit had the New Zealand contingent showcase the quality of our universities and engage in discussions focused on university-industry collaborations, workforce development, global research leadership, while discussing the importance of building resilient, education institutions that can adapt to a rapidly changing world.

Prof. Neil Quigley, Vice-Chancellor of the University of Waikato, exploring India’s leadership in cost-efficient R&D and its role in supporting global partnerships to address pressing challenges at the QS India Summit 2025.

ENZ’s Director of Engagement, East Asia & India, Jugnu Roy, led a discussion on aligning curricula with emerging job market demands to better prepare students for global careers.

ENZ’s Jugnu Roy discussed how universities could drive social and economic impact beyond their primary roles of teaching and research at the QS India Summit 2025.

Considering how well recognised New Zealand universities are globally, with all eight ranked in the top 2 percent in the 2025 QS World University Rankings, the QS Summit was an opportunity for New Zealand education to strengthen its relationships with key global and Indian education leaders, Jugnu said.

“New Zealand universities are also known for their sustainability stewardship, with our universities ranking first for sustainability stewardship and second for sustainability outreach in the Times Higher Education Impact Rankings 2024.

“Within this context, the summit was a strong platform for us to share best practices and explore new avenues for collaboration between New Zealand and India.

“We look forward to collaborating with global and Indian leaders in education to shape a brighter future together.”
Record audience for early childhood education symposium with China

This year, the symposium attracted a live audience of 350 attendees and a livestream audience of 100,000, well over the number of attendees in previous years. The symposium’s theme was ‘Advancing Inclusiveness in Early Childhood Education’.

The Early Childhood Education Symposium is an initiative between Education New Zealand Manapou ki te Ao (ENZ) and China Center for International People to People Exchange (CCIPE), a sub-agency of China Ministry of Education (China MoE).

The symposium provides a platform for New Zealand Early Childhood Education (ECE) institutions, academics, practitioners, and policy experts to engage in a cross-cultural dialogue. It leverages New Zealand’s expertise in ECE teacher training programmes.

This was the first year that a delegation of government representatives and ECE experts from New Zealand travelled to China to present at the symposium in person, which sent a positive signal to education partners in China about New Zealand’s strong focus on reconnecting and strengthening our education credentials in the China market.

The symposium’s live presenters from New Zealand included Dr Jane Ewens, Manager Early Learning, Ministry of Education and Fiona He, Director and Founder, TuiTui Educare/Universal Kids Early Education Centre. Dr Ewens presented an overview of the New Zealand Government’s policy focusing on advancing inclusiveness in early childhood education.

ENZ’s General Manager International, Lisa Futschek, who provided opening remarks, said the symposium highlighted the special education relationship between New Zealand and China and our long and fruitful dialogue in a variety of education areas.

“It’s fantastic to see how the symposium has grown and evolved since 2020. We were delighted to be able to travel there, grow our connections in-person, and enable collaboration between people across the education landscape in both our countries.

“2023 has already been an exciting year for rebuilding face-to-face connections for New Zealand and China, and the symposium just helped us build on that so wonderfully,” Lisa said.

ENZ General Manager International, Lisa Futschek.

CAO Diefeng, Deputy Director General, China Centre for International People-to-People Exchange indicated in his opening remarks that the China-New Zealand Early Childhood Education Symposium has received extensive attention because of its scale and influence. It is highly welcomed by the education sector from both China and New Zealand and is becoming a key platform for early childhood education communication.

“The symposium exemplifies the sound education cooperation between our two countries and plays an important role in deepening substantive cooperation by both sides,” CAO Diefeng said.

Dr Jane Ewens said the information exchange was valuable to all audiences and demonstrated there are opportunities for the Ministry of Education to learn from our Chinese partners.

“We can create stronger educational ties and foster ongoing cooperation with China, aligning with government priorities. This could include exploring attracting Chinese teachers and students to New Zealand's early childhood education teaching workforce.

“There is also an opportunity for New Zealand practitioners and policy makers to consider and possibly integrate how China implements their curriculum as we develop curriculum resources for New Zealand Early Childhood Education kaiako (teachers),” Dr Ewens said.

Dr Jane Ewens from the New Zealand Ministry of Education presents the Policy Overview.

This year’s symposium resulted in a range of valuable outcomes for New Zealand’s education relationship with China and for the sector. The symposium generated good visibility for New Zealand, with 45 media articles (accounting for almost four million views), which included reporting from top tier Chinese media. Many connections and leads for New Zealand participants were created during and after the symposium – one New Zealand speaker reported being approached by 50 Chinese counterparts after their virtual presentation.

Aside from the symposium, the New Zealand delegation’s key objectives included supporting a bilateral education initiative linked to the New Zealand-China Arrangement on Education Cooperation and Training, while showcasing New Zealand’s expertise in early childhood education practices and curriculum to audiences in China.

The visit provided a chance for the delegation to understand best practices in early childhood education from a Chinese cultural perspective that they could put into practice in New Zealand to better support learners from Chinese backgrounds. As part of the programme in Nanjing, the delegation visited two kindergartens and presented a panel session with academics and students at Nanjing Normal University.

If you are interested in the ECE Symposium or partnering with ENZ on this event in the future, please contact the ENZ China team at China@enz.govt.nz.

The audience in Nanjing take notes during the presentations.

Attendees of the Hefei Shuangyou Education Group in Anhui Province watch the symposium online.